CONCLUSIONS
The study examined the current pattern for the flipped classroom, and proposed an improved model by designing and developing a collaborative learning platform to support a better flipped classroom model. The platform was proved effective through experiments, but some limitations were evident. First, this single experimental course should be extended to three or more courses. Second, the activities are heavily reliant on computers. As more and more people own smart phones, smart-phone applications may help support communications on-line. Therefore, the next work should be to enrich and improve the platform in practice, undertake a further study on the design and development of the mobile client and try to blend the flipped classroom with mobile learning.